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GRADE
3
Author: K. Ricca Lesson #: 4
Unit Title: Earth System Science Time Frames: Two 50Minute Periods
Drip, Drip, Drop!
ABSTRACT Students will first explore where water is found on Earth and then make predictions about how water travels within Earth’s spheres. Students will discover that when phenomena repeat in predictable patterns, cycles are created. The water cycle follows a sequence, but can begin or end with any part of the cycle. They will discover how the water cycle is driven by the Sun. Students will observe three parts of the water cycle by traveling through centers that highlight these three processes.
PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES
BACKGROUND INFORMATION FOR TEACHERS Earth is a water planet. Water is essential to all life on Earth. Water is found naturally in three forms, solid as ice, liquid as fresh and salt water, and gas as vapor. There is a finite amount of water on Earth and all the water that exists on Earth is the same as it has been for eons. Energy from the Sun drives the water cycle. Water is heated by the Sun and evaporates, changing it from a liquid to a gas, called water vapor. Water vapor is invisible, but is all around us. As warm air with water vapor rises, it cools and loses its capacity to hold the water. Excess water vapor condenses to form droplets to make clouds. Once enough water accumulates as tiny water droplets in the clouds, these water droplets fall back down to Earth as rain, sleet, hail, or snow. We call this precipitation. The Sun is the reason that water continuously moves to different areas on Earth, changing into different states of solid, liquid and gas.
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Image courtesy of NASA.
Most of Earth’s water is found as salt water in our oceans. The very little fresh water on Earth is mostly stored in glaciers and icecaps, as well as in groundwater. As for the rest, it is stored in lakes, rivers, streams, and soil. A miniscule amount is in the air as a gas called water vapor.
Evaporation occurs when water is heated. In nature, this heat is provided by the Sun. The water from lakes, rivers, streams, oceans, etc. changes into an invisible gas and enters the atmosphere as water vapor. Manmade objects like hair dryers, clothes dryers, etc. can also activate this process.
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Water vapor can only remain a gas while it is warm. As water vapor rises in the atmosphere, it cools and returns to liquid form as tiny water droplets. These water droplets attach themselves to dust particles, which we see as clouds. Condensation is not only seen in the sky, though. Steam, your breath on a cold day, and even the freezer section of a grocery store are examples of condensation. These water droplets grow heavy and eventually fall from the cloud as rain, snow, sleet, or hail, which is called precipitation. Building Students Background Knowledge For this lesson, students may need some common background knowledge about the three states of water. Provide students with visual images of how water can be found in three different states as a solid, liquid, and gas. For gas or vapor, ask them to explain why there are no pictures available.
Some examples may include: Solid: ice, snow, hail, glaciers Liquid: water from our sinks, puddles, lakes, oceans, streams, rivers Gas: water in gas form (water vapor) is invisible, but change is noticed from puddles drying
up, wet clothes drying, etc.
PLANNING Essential Questions
What is a cycle? Why does water move on Earth? How can we drink the same water as King Kamehameha did?
Instructional Objectives
Students will: Create a list of where they have seen water to recognize where water is in their world. Discuss how water travels to different locations and explain how water can move within
Earth’s spheres. Describe the journey of water within the water cycle while Illustrating and summarizing the
three processes that occur in the water cycle. Explain how the Sun drives the water cycle by considering how the water cycle would be
affected if there was no Sun. Use information from a variety of sources and share their understanding through multiple
contexts in a variety of formats. Key Vocabulary
Water cycle Evaporation Water vapor Condensation Precipitation
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INSTRUCTION
Materials
Classroom Aquarium
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PowerPoint presentation “Water on Earth” Think Scientifically: The Sun and the Water Cycle Three clear plastic cups One tall glass Ice cubes (enough to fill tall glass) Water One copy “Process Information” sheet Stamp or small sticker Science notebooks or lined paper
Class set
“Changing Water” Worksheet “Traveling with Water” Passport “Drip, Drip, Drop! Assessment” worksheet
Preparation
Session One: Download “Water on Earth” PowerPoint presentation Download Think Scientifically: The Sun and the Water Cycle Create class set copies of “Changing Water” worksheet Students will be observing their aquariums created in the lesson “What is a System.” Please
refer to that lesson for instructions on tank setup. Note: Aquarium should be filled one to two weeks ahead of time. Use a wax pencil to mark
the initial level of water line. Session Two:
Create copies of “Traveling with Water” and “Drip, Drip, Drop! Assessment” worksheets. One each per student.
Divide students so that there are three groups. Provide enough space so students can move freely between centers. It would be beneficial to complete these centers outside on a sunny day to help speed up these processes.
Set up three models of water cycle processes. Evaporation Aquarium Condensation Fill a tall glass cup with ice water. Precipitation For each group, have students pour some water outside to form a small
puddle. Put three transparent cups on the puddle. Cut out “Process Information” sheet place upside down at each location for students to read
after participating in activity at center. Place small stickers or stamp/ink pad for students to put in passport at completion of center.
Resources
NASA: Think Scientifically: The Sun and the Water Cycle:
https://itunes.apple.com/us/book/thinkscientificallySunwater/id853225309?mt=11 Images included in “Water on Earth” PowerPoint presentation Precipitation Education Glossary: http://pmm.nasa.gov/education/glossary
Bishop Museum: Grade 3 Science On a Sphere program: WOW! Wonders of Water “Water on Earth” PowerPoint presentation:
http://resources.bishopmuseumeducation.org/resource_type/presentation/3.1.4_NASA_Water_on_Earth.pptx
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ENGAGE Session One:
1. Students will observe the difference of the water level by looking at the wax marking from the original water level line. They will notice that the water level has dropped since the aquarium was created due to evaporation.
2. Teacher facilitates class or group discussions with the following questions:
How does water change in our aquarium? Why do we sometimes have to add water to our aquarium? Where does the water go? What are the living things in our aquarium? Do the living things (e.g., snail, plant, fish) have water inside them? Where does the water go that is inside living things?
3. Pass out “Changing Water” worksheet. Students brainstorm and list names of places where they
find different states of water on Earth. Frame students’ thinking by asking them to think about the water that may be in Earth’s spheres that were learned about in lesson “What is a System.”
4. Students then view “Water on Earth” PowerPoint presentation. While viewing, students can check
off or circle items that they had written on their list. Students can add to their list while viewing PowerPoint presentation.
5. Students further discuss the movement of water after viewing PowerPoint presentation.
How does water move from one place to another? Where does it go? Where did it come from? How does water get into a cloud? How does it get from a cloud into a plant? How does water from the clouds move into a stream, ocean, lake? How does water get inside an animal?
6. Read Aloud Think Scientifically: The Sun and the Water Cycle.
7. Students revisit group discussion questions about aquarium from beginning of lesson and use new
knowledge from book to answer questions, using key vocabulary.
8. Students then write down these new vocabulary words in the vocabulary section of their science notebook with words to explain them from their experiences.
EXPLORE Session Two:
1. Water Cycle Journey Students cut out and staple “Traveling with Water” worksheet into a passport booklet to
prepare for a water cycle journey. Discuss with them what a passport is. Guide them to make the connection that they are
using a passport in their water journey because water is always moving.
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Students rotate in groups and travel through three processes of the water cycle. At each location, students observe models of each process and discuss with their group what they see using their passport. The water cycle has no real beginning and no end, which is why groups can start in different locations as long as they follow the pattern.
Evaporation Students will be viewing the water level in their aquariums. When looking at the wax marking form the original water line, they will notice that the level has dropped due to evaporation.
Condensation Students will be observing a glass of water filled with ice. Let the glass sit for ten minutes before students rotate. The outside of the glass will appear foggy and will noticeably have water on the outside of the cup. The water on the outside of the cup was actually water vapor in the air that cooled from the ice water and condensed,
Precipitation Students will be outside observing a plastic cup that is upside down on a puddle of water. On a hot, sunny day, the cup will noticeably look foggy as the water evaporates and condenses in the cup. Once the child lifts the cup and shakes it, the water will drip down the sides as precipitation.
Group A start with evaporation, rotate to condensation, then precipitation Group B start with condensation, rotate to precipitation, then evaporation Group C start with precipitation, rotate to evaporation, then condensation
Students draw a picture at each location to remind them of each part of the cycle. They then flip over information sheet and read about each process. Students write name of
process in booklet and then get a stamp or sticker in their passport. At signal, move to the next location.
EXPLAIN
1. Using passport, students discuss their trip through the different parts of the water cycle with
partners, groups, or as a class.
2. Use these questions to guide students’ discussions:
Evaporation: ‒ Why is the water level lower now? Where did the water go? Where was evidence of
evaporation in your aquarium?
Condensation : ‒ How did water occur on the outside of the cup? ‒ Where did the water come from? ‒ How did water get outside onto the table if the water is inside the cup?
Precipitation:
‒ When you shook the cup that was upside down, why did water fall out? ‒ How did the water get to the top of the upside down cup?
Sun:
‒ How does the Sun affect these processes? ‒ What role does it have? ‒ What would happen if there was no Sun to heat water?
3. Students think about and discuss how these experiments are similar to water moving in nature.
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Example:
Evaporation: Water from streams, lakes, oceans, rivers in air warmed by the Sun is changing to water vapor.
Condensation: Water vapor rising is cooling to form clouds. Precipitation: Water droplets in clouds become larger, heavier and fall to earth.
EXTEND
1. In science notebooks, students fold paper to create a two column notes template and write or
illustrate examples of where water is found in Earth’s spheres.
2. Students will write examples for hydrosphere, biosphere, geosphere, and atmosphere See image of two column note format with examples below.
3. Students use their notes and share examples of how water can move from sphere to sphere.
4. It may be helpful to provide a couple of examples for them to focus their thinking.
Example: Water can move from a cloud into an animal through precipitation. It rains and then the
animal can drink the water form a puddle, etc.
5. This could also be facilitated as a class discussion.
EVALUATE
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Image courtesy of Bishop Museum.
1. Using “Drip, Drip, Drop! Assessment” worksheet, students use key vocabulary to complete a Mind Map of the water cycle pattern. They may start with any part of the cycle, but must follow the pattern.
2. Students briefly summarize the water cycle in their own words. Students write how the Sun drives
this process.
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ASSESSMENT OPTIONS Formative Assessment
Students complete “Changing Water” worksheet to help activate background knowledge about water.
After completing their water cycle journey, students will share the processes of the water cycle with groups or as a class using their passport.
Students will list examples of where water is found in Earth’s spheres using a twocolumn note format.
Summative Assessment
Students will use the “Drip, Drip, Drop! Assessment” to identify the three parts of the water cycle, as well as its energy source.
Students will then write a summary of water cycle in their science notebooks.
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CULTURE CONNECTION
ʻŌlelo Noʻeau
Uē ka lani, ola ka honua. (Hawaiian proverb) The sky weeps, the earth lives. (English translation)
As shown by this ʻōlelo noʻeau (traditional saying), ancient Hawaiian culture recognized the importance of plentiful rain for the wellbeing of plants and animals, including people. In fact, Hawaiians made such close observations that they were able to give names to the rains of particular places and then recognize when those rains came again. One example of this is the Tuahine Rain, a light, misty rain that is famous for occurring in Mānoa Valley.
What things in your life have names? Are they important to you? Do you know the different rains in your community? How might you learn about them?
DIFFERENTIATION Emerging Learners
Students can use passports to label water cycle diagram and write water cycle summary in “Drip, Drip, Drop! Assessment” worksheet
Assign these students to work with higher level learners during the observations of the water cycle journey activity.
These students should have access to their vocabulary section in their science journals for all activities.
Advanced Learners
Allow these students to conduct further research of the water cycle not covered in this lesson, such as, transpiration, surface runoff and groundwater.
Students may present their research to the class using medium of choice. They may create a children’s book about the water cycle and share with a lower grade level.
English Language Learners
Allow these students to have access to the vocabulary section in their science notebook when summarizing the water cycle in their assessment.
EXTENSIONS
Visit the Bishop Museum to see the Science on a Sphere Program WOW! Wonders of Water and uncover how the water cycle affects the weather on Earth. Explore how the water cycle affects extreme weather events. Through your journey, discover how we, humans, can clean up our ‘water act’ and help with water conservation today!
Have students go outside and observe the water cycle in action. Prompt their discoveries with some questions:
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Are there clouds in the sky? What is in the air that they can not see? Does it look like rain is coming? How do they know?
Have them bring their science notebooks outside and record observations and evidence of the water
cycle happening in nature.
STANDARDS Next Generation Science Standards
Crosscutting Concepts: Patterns In grades 35, students identify similarities and differences in order to sort and
classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.
Systems and System Models In grades 35, students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions.
Energy and Matter In grades 35, students learn matter is made of particles and energy can be transferred in various ways and between objects. Students observe the conservation of matter by tracking matter flows and cycles before and after processes and recognizing the total weight of substances does not change.
Science and Engineering Practices: Develop and use models Planning and carrying out investigations Constructing explanations Obtain, evaluate, and communicate information
Disciplinary Core ESS2.D Weather and Climate Scientists record patterns of the weather across different
times and areas so that they can make predictions about what kind of weather might happen next.
Common Core
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Hawaii Content & Performance Standards II
SC.3.1.1 Pose a question and develop a hypothesis based on observations. SC.3.1.2 Safely collect and analyze data to answer a question. SC.3.8.2 Describe how the water cycle is related to weather and climate. SC.3.6.1 Define energy and explain that the Sun produces energy in the form of light and heat.
General Learner Outcomes
SelfDirected Learner Community Contributor Effective Communicator Complex Thinker
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ADDITIONAL RESOURCES
It’s Raining by G. Gibbons.
Read aloud It’s Raining by Gail Gibbons. This book provide child friendly information about the
water cycle, clouds, where it rains, and types of rainfall. Stop and check for student understanding by discussing each part of the water cycle during read aloud.
REFERENCES Diagram of the Water Cycle [Photograph].Retrieved April 19, 2015, from:
http://pmm.nasa.gov/education/watercycle Gibbons, G. (2014). It's Raining. Holiday House. Goddard Space Flight Center. (n.d.) Retrieved April 19, 2015, from:
http://www.nasa.gov/topics/earth/features/esw09_videos.html NASA Earth Observatory. (n.d.) Earth Observatory Water Cycle Overview. Retrieved April 19, 2015, from:
http://gpm.nasa.gov/education/articles/earthobservatorywatercycleoverview Pukui, M. (1983). Ōlelo noʻeau: Hawaiian proverbs & poetical sayings. Honolulu, Hawaiʻi: Bishop Museum
Press. Shiklomonov, Igor (Photographer). (1993). Where is Earth’s Water?. [Photograph]. Retrieved April 19,
2015, from: https://water.usgs.gov/edu/earthwherewater.html SkofronickJackson, D. (n.d.). Glossary. Retrieved April 20, 2015, from
http://pmm.nasa.gov/education/glossary [Untitled photograph of a glass of water]. Retrieved April 19, 2015, from:
http://www.clipartpanda.com/categories/watercupclipart
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[Untitled photograph of a Sun]. Retrieved April 19, 2015, from:
http://allfreedownload.com/freevector/download/decorative_Sun_clip_art_23259.html [Untitled photograph of an ice cube]. Retrieved April 19, 2015, from:
http://pixshark.com/icecubeclipart.htm Van Norden, W. (2013). The Sun and the Water Cycle (1st ed., pp. 134). Greenbelt: NASA Goddard Space
Flight Center. Retrieved from http://nasawavelength.org/resource/nw000000003855 WOW! Wonders of Water. (2015). Bishop Museum, Honolulu, Hawaiʻi.
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Name: ___________________________________ Date: ______________
Changing Water
Directions: Think about where you have seen water on Earth. Water can be in the form of a solid, liquid, or gas. List your ideas below.
Water as a solid
image courtesy of Pixshark
________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________
Water as a liquid
image courtesy of Clipartpanda
________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________
Water as a gas
Why do you think there is no image for this section?
________________________________________ ________________________________________ ________________________________________ ________________________________________ _______________________________________.
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Traveling with Water
Passport to the
Water Cycle
Image Courtesy of NASA
Name__________________________
Driver __________________
image Courtesy of openclipart
In your own words, explain how the Sun drives the water cycle. ________________________________________ ________________________________________ _______________________________________.
Center #1 _________________________
Draw a picture below of what you are observing.
Stamp Use words to describe the water.
Center #2 _________________________
Draw a picture below of what you are observing.
Stamp Use words to describe the water.
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Traveling with Water (Cont’d)
Center #3 _________________________
Draw a picture below of what you are observing.
Stamp Use words to describe the water.
My Notes
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Process Information Sheet Cut out and place upside down at each location.
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Evaporation
What is evaporation? Evaporation occurs when water meets air. It is faster when there is heat. In nature, this heat is provided by the Sun. The water from lakes, rivers, streams, oceans, etc. changes into an invisible gas and enters the atmosphere as water vapor. Manmade objects like hair dryers, clothes dryers, etc. also can be used for this process because they create heat and have moving air. ___________________________________________________________________________________
Condensation What is condensation? Water vapor remains a gas in warm air. As water vapor rises in the atmosphere, the air cools and water returns to liquid form as tiny water droplets. These water droplets attach themselves to dust particles, which we see as clouds. Condensation can be seen many places with a change of temperature. Steam, your foggy mirror after a hot shower and even the cloudy freezer section of a grocery store are all examples of condensation. ___________________________________________________________________________________
Precipitation What is precipitation? These water droplets grow heavy and eventually fall from the cloud as liquid rain, or solid snow, sleet, or hail. These are called precipitation. ___________________________________________________________________________________
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Name: ___________________________________ Date: ______________
Drip, Drip, Drop! Assessment
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